Future Trends

In this book, so far, we have covered five major sections: Foundations of Instruction and Learning at a Distance, Adult Learning Theory, Systematic Instructional Design, Technology Knowledge and Skills, and Administrative Issues. We based the chapters in these sections on seminal and current research, as well as practical applications in higher education and human resource development. The final chapter of this book explores future trends and directions in the field of distance education. We know that technology continues to increase in power while decreasing in cost, so it is clear that the technological capabilities will change. But will adult learning theory and instructional design principles also change? We stressed that these fundamental principles will remain constant and serve as the foundation for effective instruction and learning, but who knows what the future holds? What major changes will occur in the field of distance education 10, 20, or even 50 years from now?

Evaluating Distance Education Programs Using Best Practices

In the previous chapter, we explored a variety of administrative issues relevant to distance education. One important component is to determine if the program being offered at a distance is successful. Systematic evaluation allows the program planners and administrators to make this determination. The process of determining the merit, worth, or value of something, or the product of that process is evaluation. Terms used to refer to this process include “appraise,” “analyze,” “assess,” “critique,” “examine,” “grade,” “inspect,” “judge,” “rate,” “rank,” “review,” “study,” and “test” (Scriven, 1991, p. 139). What are indicators of quality or best practice? What tools or strategies can you use for program evaluation?

Events of Instruction

In previous chapters, we explored systematic instructional design, learner-centered instruction, and objective writing. Now we will give you some nuts and bolts on specific lesson planning and methods to gain attention and stimulate motivation in distance education. What are Gagné’s Nine Events of Instruction and how do these events impact lesson planning? Why use icebreakers and openers in the lesson? How do you stimulate learner motivation? What kinds of things should be included in the closing segment of a lesson?

Adult Learning Principles and Learner Differences

A clear ideology for instructing and learning at a distance does not exist. An emerging belief by researchers and practitioners is that the use of andragogical principles and practices results in deeper and more meaningful learning by adults. We concur. As discussed in previous and subsequent chapters, how materials are delivered does not have an effect on learner achievement, but what methods are used to engage learners does. In chapter III, we explored models of learning and their application in distance education. In this chapter, we will introduce theory and practice that support the use of adult learning principles when instructing at a distance. We will also address strengths and weaknesses of andragogical and pedagogical methods. Questions to guide you in this reading include “What is the role of an educator when instructing at a distance?” and “How can educators foster deeper and more meaningful learning?”

Engaging Adult Learners and Fostering Self-Directedness

It is clear that educators rely on a variety of instructional methods to change learners’ behaviors. What is less clear is how distance learning educators can foster deeper and more meaningful learning by taking into account a learner’s unique background, experiences, competencies, learning styles, personality type, and levels of self-directedness. This is a challenge for those educators wishing to create a learner-centered instructional environment at a distance. How can educators avoid the trap of “teaching to the middle,” providing materials that are too challenging for some learners and too simple for others? How can educators identify learners’ dependency level/self-directedness?

Delivery Technology

It is our belief that everyone should understand the basic technical lingo of the profession, so this chapter will give you an overview of the tools of the trade. A major consideration when developing a new course or program at a distance is the selection of the delivery technology. You may even have to decide upon specifications for equipment and modify existing space. In the previous section of the book, we explored the principles of instructional design needed to be successful in distance education. Now we will address technology knowledge and skills. You will gain an understanding of the technology being used in the instructional environment, as well as the server capacity for storing data. Of particular importance is the need for instructors and designers to understand that learners have variable access to and abilities with the delivery technologies. Moreover, instruction must be designed for multiplatform use and for future technology development. How do you select or design the learning interface? What combination of technologies and delivery strategies promote engagement and interaction? What are issues with bandwidth and access that impact both instructors and learners?

Systematic Instructional Design

In Part II, we explored adult learning principles, learner differences, and engaging learners to promote self-directed learning. Now, in Part III, we will examine systematic instructional design, including the student- or learner-centered approaches that promote lifelong learning. Although many trainers and instructors serve as both the content specialist and instructional designer, some institutions use a team approach with various people providing expertise. This chapter provides an overview of learner-centered instruction and instructional design models to help you or a team of developers conceptualize instructional planning. What are the components of instructional design? What is meant by teacher-centered versus learner-centered paradigms of instruction? How can we design instruction that will promote active learning and the use of critical and creative thinking skills?

Multimedia Design

As you consider developing a course or training program online, a major question is about what multimedia to use, multimedia that will help you accomplish your instructional objectives. What content do you as an instructor want your audience to learn? After answering this question, a course can be developed that achieves the learning objectives and, at the same time, motivates and entices the learners. Understanding how to create material for a course that integrates multimedia is essential knowledge in the planning stages of course development. This integration should be thoughtful with the understanding of how to balance the techniques and tools for optimal learning potential.

Learning Theories

In the last chapter, we discussed critical issues that impact the design and delivery of distance education programs. You were asked to write your own philosophy of education statement to serve as the foundation for your instructional decision making. For our final chapter in Part I -Foundations, we will introduce the historical and philosophical frameworks that continue to guide and direct instructional decisions—learning theory. Consider these questions as you read: Which learning theory best matches my own philosophy of education? What are some assumptions about the nature of learning that are built upon theory? How can I apply learning theory when developing and using practices in distance education?

Critical Issues for Educators and Trainers

In our last chapter, we explored the competencies and best practices needed to be successful in distance education. This chapter will continue to lay this foundation with a discussion of critical issues for educators and trainers. One of the first things to consider when creating or taking a new course at a distance is your own philosophy of education. Reviewing research studies can help educators, trainers, and learners understand the applications and practices that work in this setting. The concept of distance education as an innovation and the impact of technology in a global society are important as we consider the audience, access, and impact of distance education. Questions to guide your thoughts for this chapter are: What is the “no significant difference phenomenon” and how does research provide the theory to help guide the design, delivery, and evaluation of distance learning programs?